Taklimat MQA

Mesyuarat Staf Akademik30 Oktober 2008Santubong Resort, Kuching

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MQA = LAN + Quality Assurance Division of the MOHE

December 2005 Cabinet decision

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MQF: The Malaysian Quality Framework

An instrument Classifies qualification based on a set of criteriaClarifies:

academic levelslearning outcomescredit systems based on student academic load

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Programme Accreditation

Two levels of programme accreditation:Provisional Accreditation:

Before commencement of the programmeOnce received the HEP seeks approval from the MOHE to start the programme

Full/Final Accreditation:To ensure that the MEP has met with the standards listed in COPPA and is in compliance with the MQFConducted by MQA’s POA (Panel of Assessors)

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COPPA

A guide to assure the quality of a programmeDedicated to programme evaluation for the purpose of programme accreditation Refers specifically to description, content and delivery of a particular programme

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Nine Areas

1. Vision, Mission, Educational Goals and Learning Outcomes;

2. Curriculum Design and Delivery;3. Assessment of Students;4. Student Selection and Support Services;5. Academic Staff;6. Educational Resources;7. Programme Monitoring and Review; 8. Leadership, Governance and Administration; 9. Continual Quality Improvement.

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Benchmarked & Enhanced Standards

COPPA defines the expected level of attainment for each of the 9 criterionThere are two levels of attainment:

Benchmarked standardsEnhanced standards

Minimum standards that MUST be met and demonstrated during audit.

Standards that SHOULD be met as an institution matures and strives to continuously improve itself

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Area 2: Curriculum Design and Delivery

Curriculum Design

andDelivery

Academic Autonomy

ProgrammeDesign

andTeaching-learning

Methods

Curriculum Content

andStructure

Managementof the

Programme

Linkages withExternal

Stakeholders

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Assessment of Students

Must be clearMust support the learning outcomes listed in the pro forma as well as the educational objectives of the programme Summative assessments must enable student to demonstrate that they have fulfilled the programme learning outcomes.

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Assessment of Students

Assessment of

students

Assessmentmethods

Relationship between

assessment &learning

Management ofstudent

assessment

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Relationship between assessment & learning

Benchmark StandardsAssessment principles, methods and practices must be aligned with learning outcomes and programme contentThe assessment must be consistent with the levels defined in the MQF and the MQF eight domains of learning outcomes (e.g. critical thinking, problem solving, integrated learning, lifelong learning, etc.).

Enhanced StandardAssessments methodology should be reviewed periodically to ensure currency with development in best practice.

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Psychomotor/ Practical/Technical

Skills

Knowledge

Profesionalism, Values, Attitudes,

Ethics

Social Skills & Responsibility

Life Long Learning &

Information Management

Critical Thinking &

Scientific Approach

Communication & Team Skills

Managerial & Entreprenue-

rial Skills

MQF 8 Domains of Learning Outcomes

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Assessment MethodsBenchmark Standards

The frequency and methods of student assessment, including the grading criteria, and all awards must be documented and communicated to students on commencement of the programme.Assessment must be summative and formative A variety of methods and tools must be used appropriately to assess the learning outcomes and competencies There must be mechanisms to ensure the validity, reliability, currency and fairness of the assessment methods.The assessment standards must be reviewed periodically at appropriate scheduled intervals.

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Assessment Methods

Enhanced StandardThe methods of assessing should be comparable to international best practices.The review of the assessment systems should be done in consultation with external experts, both locally and internationally.

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Management of Student Assessment

Benchmark StandardsStudent assessment must be communicated to the student within a reasonable time.Changes to student assessment methods must follow established procedures and regulations and must be communicated to students prior to their implementation.There must be mechanisms to ensure the security of all assessment documents and records.The programme grading, assessment, and appeal policies must be widely publicised.

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Management of Student Assessment

Enhanced StandardsThere should be sufficient autonomy at the level of the department and its academic staff in the management of student assessment.There should be independent external security to evaluate and improve the management of student assessment, including formal certification of the processes.

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What to do?

All lesson plans must be completedAll ISL must be accounted forThere must be mapping of learning outcomes to course content and delivery methodsMap all formative assessment (KKBI) to the learning outcomes of the course/paper you teachUse your JPT to chart the relationship between your KKBI and the learning outcomes of your courseShow how your PMM measures the learning outcomes

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What to do for Summative Assessment

Get a copy of the JSU for your course and map out the relationship between what is tested to the learning outcomes listed in your courseFor courses where more than 1 lecturer teaches the group, all marking of student assignment must be accompanied by evidence of moderation

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Portfolio #1

Teaching-learning:ISO documents – semester plan, weekly planPro formaISL tasksStudents’ name list, feedback formsAssessment records –students’ scores, moderation records, test papers (formative test), JPT, PMMs

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Portfolio #2

Professional:BiodataRecord of teaching experienceCopies of certificates – academic and professionalCertificates of attendance/appreciation/training

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Reminder

All tutors of PISMP groups:Laporan tutorial: a copy must be handed in

All lectures must start mapping for Area 3, a meeting/workshop will be held next yearAll mapping must be completed by the start of 2010

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Lecturers teaching PISMP

Be clear about what you teach, what you have taughtKeep good records – if changes have been made to the suggested semester and weekly plans, record the changes and note the reasons why those changes were madeThe MQA audit is a professional exercise, not a witch hunt!

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What happens during the MQA visit?

Meeting with:Chief Executive Office + Senior ManagementKey persons responsible for quality system + subsystemsThe HODThe Programme LeaderMembers of the Internal Review CommitteeMembers of the Board of the Department (M3P?)Student leadersAcademic staff and cross section of students of the programmeA selection of graduates, where applicableLeaders from industry and government, relevant to the programme

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What else happens?

Campus tourReview of documentsMeeting with Programme Team, Counsellors and Other Support StaffClass observationsLunch meeting with studentsOral exit report:

Highlights strengths and weaknessesWe will be given opportunities to seek clarification

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Thank you

Ke arah “Final audit 2010”